Objectives: By the end of the new lesson, Ss will be able to read the paragraph about the work of a group of conservationists and know more about the environment problems and the soluti
Trang 1Week: 20 Date to prepare: 08/01/2011 Date to teach: 10/01/2011 Period: 37
Unit 6: THE ENVIRONMENT Lesson 1: Getting started & listen and read
I Objectives: By the end of the new lesson, Ss will be able to read the paragraph about the work of a
group of conservationists and know more about the environment problems and the solutions
II Language contents
1 Vocabulary: spray, environmental, environment, deforestation = the destruction of the
forests, garbage dump, dynamite fishing
2 Grammar: The conditonal sentence type 1
If + S + V/be(present simple)…, S + will/shall + V(bare infinitive) …
III Techniques: Communicative approach, match, brainstorm
IV Teaching aids: Lesson plan , textbook , cassette , tape , picture, poster
PROCEDURES Teacher’s and students’ activities Contents
Warm-up (5’)
+ T asks Ss to think of the environmental
problems in Tran De District
+ Ss think and tell their ideas (may be in
Possible answers
- The destruction of the forests
- Rubbish/ garbage/ trash
- smoke from cars, motorbikes…
- smoke from factories
Presentation (13’)
+ T presents vocabulary in getting started by using
explaining and pictures
+ Ss repeat and write new words in notebook
+ T checks new words by using “Rub out and
remember” technique
+ Ss practice after the teacher
Vocabulary
o environment (n) : môi trường
o environmental (adj) : thuộc về môi trường
o sewage (n) (picture) : chất thải
o Deforestation: ( n) = the destruction of the forests : sự tàn phá rừng
o Garbage dump (n): (picture) bãi rác
o Dynamite fishing (n): việc đánh cá bằng thuốc nổ
o Spraying pesticides: phun thuốc trừ sâu
Environmental problems in our hometown
Trang 2+ T asks Ss to look at the pictures and match these
environmental problems to the pictures.(p.47)
+ Ss look at the pictures and match these
environmental problems to the pictures
+ T checks and gives feedback
+ Ss copy down
+ T asks Ss to close their book and introduces:
“Mr Brown is talking to some volunteers
conservationists Look at the sentences and
guess the best answers.”
+ Ss work in pairs and guess
+ T writes their guessing on the board Then T
plays the tape once
+ Ss listen and check their guessing
Matching Answers
- Picture a: air pollution
- Picture b: spraying pesticides
- Picture c: garbage dump
- Picture d: water pollution
2 They are going to …
a plant the trees
b clean the beach
c clean the street
Practice (13’)
+ T asks Ss to read the text and match the names
in column A with the activities in column B
+ Ss work in groups to match
+ T calls on some Ss to gives their answer
+ Ss give the answer
+ T checks and gives the correct answer
+ Ss write the correct answer in notebook
Answers
o Group 1: - f walk along the shore
o Group 2: - e check the sand
o Group 3: - b check among the rock
o Mr Jones: - a collects all the bags and takes them to the dump
o Mrs Smith: - c Provide the picnic lunch for everyone
o Mr Brown: - d give out the bags
+ Ss ask and answer in front of the class then
write their answer on the board
+ T checks and gives feedback
+ Ss write the correct answer in notebook
Answers: (p.48)
1 The speaker is Mr Brown
2 The listeners are members of volunteer conservationists
3 They are on the beach
4 They are going to clean the beach
5 If they work hard today, they will make the beach clean and beautiful again soon
6 (Yes, I have We clean our school/the pair/street We collected the rubbish and take them
to the garbage dump)
7 (If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life)
Homework (2’)
+ Ss learn the vocabulary by heart, Do exercises 1,
3 in exercise books (p 41,42)
Trang 3Week: 20 Date to prepare: 10/01/2011 Date to teach: 12/01/2011 Period: 38
Unit 6: THE ENVIRONMENT Lesson 2: Speak & Listen
I Objectives: By the end of the new lesson, Ss will be able to read the paragraph about the work of a
group of conservationists and know more about the environment problems and the solutions
II Language contents
1 Vocabulary: Prevent, reduce, wrap, exhaust fume
2 Grammar: Adverbs clause of reasons: because, as, since
III Techniques: Communicative approach, chatting, matching, pair work
IV Teaching aids: Lesson plan , textbook , cassette , tape , picture, poster
PROCEDURES Teacher’s and students’ activities Contents
Warm-up (5’)
Chatting
+ T asks Ss some questions
o Have you ever done something to protect
the environment? If yes, what did you do?
Where did you do it?
o What do you do with used bottles and cans,
plastic bags at home?
o What should you do to keep your school
clean?
o If the pollution continues, what might
happen?
+ Ss listen and answer the teacher’s questions
+ T checks and leads
+ T leads into the new lesson, using the answer of
the question 4 “We you should do something
to protect the environment If the pollution
continues, the environment around us will be
harmful to our health, our life.”
+ Ss listen to the teacher
Pre-speaking (13’)
+ T gives new words, guides Ss to pronounce
+ Ss listen and repeat words (in chorus,
individual) Then Ss write new words in
notebooks
+ Checks vocabulary by technique “matching”
+ T asks Ss to read the words in yellow box
+ Ss read the words in yellow box
Vocabulary
o wraps (v) (translation) : gói, bọc, làm kín
o reduce: (v) ( Example) : giảm
o faucet: (n) (picture) vòi
o Exhaust fume: ( example) Smoke from factories or cars, motorbikes…: Khí thải
o leaf – leaves (real thing) lá
o Prevent (v) (translation) ngăn ngừa, ngăn cản
Trang 4+ T explains
+ Ss write notes
+ T asks Ss to read the words in section a) and
questions in section b) then match
+ Ss read the words in section a) and questions in
section b) then match
+ T checks and gives feedback
Notes:
o I think you should ……
o Won’t you ……
o It would be better if you ……
o Can I persuade you to Why don’t you …
o Why not……
o Express persuasion…
Matching Possible answers
1) How can we save paper?
I think you should recycle used paper, newspaper/ write on both sides of the paper/ use banana leaves for wrapping
2) How can we use fewer plastic bags?
3) How about cleaning and reusing them? 4) Why not use paper bags instead of plastic bags?
While-speaking (12’)
+ T asks Ss to persuade your partners to do things
to protect the environment (depending on the cues
+ Ss practice in the front of the class
+ T checks and corrects Ss’ mistakes if necessary
Example 1:
S1: I think it would be better if we use banana
leaves instead of paper or plastic bags to wrap food
S2: Why? How come?
S1: Because plastic bags are very hard to
dissolve They will cause pollution And if we use less paper, we can save trees in the forest That’s how we can save the environment
Example 2:
S1: I think you should use public buses instead of
motorbike
S2: Why?
S1: Because we can avoid traffic jams Moreover,
using public buses can reuse exhaust fume and we can keep the air cleaner That’s how we can save the environment
Trang 5Post-speaking (4’)
+ T asks Ss to discuss with partners the best way
to protect the environment
+ Ss discuss in pairs
+ T calls some Ss to give their ideas
+ Ss give their ideas in front of the class
+ T checks and gives feedback
Pre-listening (2’)
+ T shows the picture and introduces “ This is the
pacific ocean Do you think oceans can be
polluted? If yes, discuss in groups of four to find
out the reasons why the oceans are polluted.”
+ Ss work in groups of four to discuss
+ T writes what Ss guess on the board
+ T hangs the poster on the board and asks Ss to
guess the blanks
Discussion
Why are the oceans polluted?
While-listening (6’)
+ T plays the tape twice
+ Ss listen to the tape and check their prediction
+ T asks Ss to share their answers with partners
+ Ss do as directed
+ T calls on some Ss to gives their answers
+ Ss gives their answers
+ T checks and gives feedback
+ Ss copy down
+ T gives Ss homework and explains how to do
+ Ss listen and write them in notebook
(Tapescript in teacher’s book)
Keys
1 garbage is
2 come from ships at sea
3 Waste materials come from factories
4 Oil is washed from the land
Post-listening (2’)
+ T corrects students’ result
Homework (1’)
+ T gives Ss homework and explains how to do
+ Ss listen and write them in notebook
- Learn new words by heart
- Do exercises 4,5 in exercises books in page 42,
43
- Prepare Unit 8: Read
Trang 6Week: 21 Date to prepare: 15/01/2011 Date to teach: 17/01/2011 Period: 39
Unit 6: THE ENVIRONMENT
Lesson 3: Read
I Objectives: By the end of the lesson, Ss will be able to understand a poem about the environment
II Language contents
1 Vocabulary: treasures, stream, foam, hedge, junk yard
2 Grammar: Adverbs clause of reasons: because, as, since
III Techniques: Communicative approach, chatting, matching, pair work, gap-fill
IV Teaching aids: Lesson plan , textbook , picture, poster
PROCEDURES Teacher’s and students’ activities Contents
Warm-up (5’)
Chatting
+ T asks students some questions about poetry:
o Do you like poetry?
o Which poetry do you like best?
o Name some poems that are your favorite?
o Do you think it is easy understand a poem?
o Have you ever read an English poem? Do
you understand it? Do you like it?
+ Ss answer
+ T gives feedback If Ss answer them in English,
T can give marks
Pre-reading (15’)
+ T elicits words from Ss and guides Ss to read
words
+ Ss listen and repeat words in chorus
+ T checks vocabulary by technique “What and
Where”
+ Ss copy down
+ T gives table
+ Ss copy
+ T asks students to read the words in the table
carefully and guess information in the blank
+ T asks Ss to work in pairs to guess
Vocabulary
o treasure (n) ( translation) của cải
o stream (n) (picture) con suối
o foam (n) (picture) bọt (nước)
o hedge (n) (picture) hàng rào
o junk yard (n) (synonym) nơi để đồ đồng nát
Gap-fill
If all the pollution goes on what will
happen?
1 The world
2.The treasures
3 The stream
4 The fields
5 The woods
Trang 7+ T asks students to read the poem again to match
the word in A to an appropriate explanation in B
+ Ss read the poem again to match the word in A
to an appropriate explanation in B
+ T asks Ss to work in individually
+ Ss give their answers
+ T gives feedback
+ T asks Ss to read a poem again and work in
pairs to answer the questions
+ Ss read a poem again and work in pairs to
answer the questions
+ T calls some pairs to practice asking and
answering the questions
+ Ss practice asking and answering the questions
before the class Then write the answers on the
5 The wood will be polluted
a) Match each word in A to ……
3 His mother will talk him home right away
4 No Because he is right; if he throws the bottles that will be polluting the woods
5 The poet wants us to learn that everyone is responsible for keeping the environment from pollution
Trang 8Week: 21 Date to prepare: 17/01/2011 Date to teach: 19/01/2011 Period: 40
Unit 6: THE ENVIRONMENT
Lesson 4: Write
I Objectives: By the end of the lesson, Ss will be able to write a complaint letter with the right format
and language
II Language contents
1 Vocabulary: Complain, truck, refreshment, fly, response, break
2 Grammar: Format of a formal letter
III Techniques: Communicative approach, group work
IV Teaching aids: Lesson plan , textbook , picture, poster
PROCEDURES Teacher’s and students’ activities Contents
Warm-up (7’)
What is in a formal letter?
+ Divide class into small groups
+ Ss write the main parts of a formal letter
+ The team with enough necessary details in the
shortest time is the winner
+ Check with “R.O.R”
+ T gives the format of a complaint letter
+ Ss write down
+ Ss work in groups to match sections of a
complaint letter to the letter in section a
+ Ss give answers, T gives feedback
o Fly (n) con ruồi
o Response (n) câu trả lời
o Break (n) sự dừng lại
Format of a complaint letter
o Situation: give reason for writing
o Complication: mention the problem
o Resolution: make a suggestion
o Action: talk about the future action
o Politeness: end the letter politely
(S.C.R.A.P)
Answers
R: I …leaving S: I ….north A: I …company C: When ….flies P: faithfully…Nhat
Trang 9While-writing (15’) + T clears the writing task by asking questions:
o Are there any lakes behind your house?
o What do people do in the lake?
o Which problems remain?
+ T asks Ss to read the situation in the book and
work individually to write a letter to the head of
local authorities to complain about the way of
fishing in the lake
+ Ss compare their writings
I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish
I am looking forward to hearing from you and seeingthe actions taken to protect the environment from the local authority
Sincerely,
…………
Post-writing (10’)
+ Ss read their writing
+ T and the whole class give comments and
+ Ss write down the tasks
o Learn words by heart
o Prepare “Language focus”
Trang 10Week: 22 Date to prepare: 21/01/2011 Date to teach: 24/01/2011 Period: 41
Unit 6: THE ENVIRONMENT Lesson 5: Language focus
I Objectives: By the end of the lesson, Ss will be able to know how to use adverb clause of reason,
conditional sentence: type 1, and revise how to use adjectives and adverbs
II Language contents
1 Vocabulary: polluted, poisonous, shade, inedible
2 Grammar: Adverb clause of reason, conditional sentence: type 1, adjectives and adverbs III Techniques: Communicative approach, group work
IV Teaching aids: Lesson plan , textbook , picture, poster
PROCEDURES Teacher’s and students’ activities Contents
+ Ss work individually, then T calls some to
answers If they say right, T can give marks for
+ T teaches some main grammar points
+ T asks Ss to give forms, meanings and uses
+ Ss master them and give some examples
+ Ss take note
1 Adjectives and adverbs
o Adjectives modify a noun, Adverbs modify
a verb
She is a beautiful dancer
She dances beautifully
o Adjectives can stand before that clause
I’m pleased that you are working hard
2 Adverb clause of reason
o It is introduced with “because, since or as”
Because she’s ill, she can’t go to class She can’t go to class because she’s ill
Because
As + S + V, S + V Since
3 Conditional sentence: type 1
o It is introduced with “If”
If she’s ill, she will stay at home
If + S + V(present simple), S + will/shall + V o
If Lan works hard, she will pass the exams
Note:
o Because / since / as: vì, bởi vì
o If : nếu
Trang 11Practice (20’)
Activity 1
+ Ss do language focus 2 use since / as / because
to combine pairs of sentences below each picture
+ Ss read answers or write them down on the
board
+ Feedback
Answers: Language focus 2
b) I have a boken leg as I fell over while I was playing basketball
c) I’m going to be late for school since the bus’s late
d) I broke the cup because I was careless
e) I want to go home as I feel sick f) I’m hungry because I haven’t eaten all day
Answers: Language focus 3
b) I’m excited that I can go to Dalat this time c) I’m sorry that I broke your bicycle yesterday d) I’m disappointed that you didn’t phone me about it
e) I’m amazed that I won’t first prize
Activity 3
+ Ss work in groups to complete language focus 4
by matching each half-sentence in A with a
5 with cue words in brackets
+ Ss read answers or write them down on the
board
+ Feedback
Answers: Language focus 5
b)…, the environment will become seriously polluted
c)…, we’ll have more shade and fresh air d)…, the vegtables will become poisonous and inedible
e)…, we’ll live a happier and healthier life
Homework (3’)
+ T summarizes main point of the lesson before
o Complete the language focus 1
o Prepare “listen and read” in unit 7
Trang 12Week: 22 Date to prepare: 24/01/2011 Date to teach: 26/01/2011 Period: 42
Unit 7: SAVING ENERGY Lesson 1: Getting started & Listen and read
I Objectives: By the end of the lesson, Ss will be able to talk about how to save energy
II Language contents
1 Vocabulary: energy, bill, crack, faucet (a dripping faucet), turn on, turn off, enormous
2 Grammar: Suggest+ V-ing
III Techniques: Question & Answer, roleplay, T/F, Discussion
IV Teaching aids: Lesson plan , textbook , picture, poster, tape, cassette player
PROCEDURES Teacher’s and students’ activities Contents
Warm-up (5’)
+ Asking students to look at two pictures (p 57)
and answering the questions:
a) Is the anybody in piture 1?
b) What can you see in picture 1 ?
c) Is the the TV on in picture 2 ?
Who’s watching TV?
Who’s listening the radio?
+ Ss answer questions above
Getting started
a) Nobody b) A lot of water on the floor … c) Yes, it is
+ Ss give some other examples
+ T intruduces the context: Mrs Mi is talking with
her neighbor, Mrs Ha, about something relating
to saving energy Listen and choose what they
mention in the dialogue
+ Ss close the book, listen anfd choose the right
ones
a) Electricity / water / telephone
b) 200.000dong /500.000dong / 300.000dong
Listen and read
1 Vocabulary
Energy (n) Năng lượng
Bill (n) Hoá đơn
Crack (n) vết nức
Faucet (n) vòi
Turn on (expr) <> Turn off
Enormous (adj) lớn, khổng lồ
2 Grammar: suggest (đề nghị) + V-ing
Mrs Mai suggests taking showers instead
of baths to save water
Answers
a) water b) 200.000dong per a month
Trang 13Practice (15’)
+ Ss practice the dialogue in pairs in 3 minutes
+ T chooses some pairs to practice before the
class
+ T listens and correct the pronunciation faults if
necessary
+ Ss read the dialogue again, discuss its content
and do section b, choosing T/F, and then correct
the wrong sentences
+ Ss give answers
1.T 2.T 3.F (Mrs Ha hasn’t checked the pipes in her house.)
4.F (Mrs Mi suggests getting a plumber to check cracks in the pipes.)
5.T
Production (9’)
+ Asking students to discuss about the cases
which waste the electricity energy and how to
save it
+ Asking students to make a similar dialogue (as
Mrs Mi and Mrs Ha ) about saving electricity
energy
+ Asking studens list the cases which waste the
electricity energy and how to save it After that,
having some pairs perform the dialogues in front
of the class
Turn off all electricity devices not being used
Use energy-saving bulbs: Rang Dong 15W
bulb-Homework (1’)
+ T gives assignments
+ Ss write down
Learn new words
Write 5 cases which waste the energy and how to solve these cases to save energy
Trang 14Week: 23 Date to prepare: 12/02/2011 Date to teach: 14/02/2011 Period: 43
Unit 7: SAVING ENERGY Lesson 2: Speak & Listen
I Objectives: By the end of the lesson, Ss will know how to make suggestion about saving energy
II Language contents
1 Vocabulary: energy, bill, crack, faucet (a dripping faucet), turn on, turn off, enormous
2 Grammar: Suggest+ V-ing / suggest (that) S + should
III Techniques: Question & Answer, pair work, group work, brainstorming
IV Teaching aids: Lesson plan , textbook , picture, poster, tape, cassette player
PROCEDURES Teacher’s and students’ activities Contents
Check-up (5’)
+ Ss go to the board and write the words learned
in the last lesson, then pronounce them
+ Ss make a sentence with “suggest”
+ T comments and gives marks
Speak Pre-speaking (5’)
+ Ss loo at the pictures on page 59, work in groups
to give some ways to save energy
+The group with the most correct ways and the
quickest time is the winner
+ T comments
+ T explains some expressions about suggestions
+ Ss listen and take notes
o Lock the water faucets when not using them
o Lower the gas fire
o Don’t use electric fans to dry things
o Turn off the air-conditioner, electricity,
All right
No I don’t want to
I prefer to …
Let’s ……
Trang 15While-speaking (10’)
+ Having students make suggestions before the
class, then write some suggestions on the board
+ Correcting the mistakes if any
+ Having students write on their notebooks Answers
A I think we should turn off the faucet
B Why don’t we turn down the gas fire?
C I suggest turning off the fan
D Shall we turn off the air – conditioner?
E I think we should turn off the lights and the television
F Let’s turn off the faucets before going out
G How about/ What about traveling by bikes instead of motorbikes?
H Why don’t we use the public transport instead of private one?
Post-speaking (5’)
+ Ss work in groups of 4 to make an action plan to
save energy for your class
+ Call some to practice the dialogue in class The sample dialogue
A: I think we should take a shower instead of a
bath to save energy
B: That’s a good idea
C: How about making posters on energy-saving
and hanging them around our school?
D: Great! Let’s do that
Listen Pre-listening (8’)
+ Ss look at the picture and answer the questions
Trang 16Ex: T.: What is she doing?
Ss.: She is cooking
T.: Right She uses solar energy to cook
instead of coal, gas and oil
- What do you know of solar energy?
- Is solar energy usefull in our life?
o Effectively (adv) Một cách hiệu quả
o Source of power (n) Nguồn năng lượng
o Store (v) Tích trữ
o Nuclear power (n) Năng lượng hạt nhân
While-listening (6’)
+ Explaining to students the task (a):
“Listen to the news on solar energy and decide
whether the statements are true or false Check
() the boxes and correct the false statements.”
+ Having students listen to the tape without
pausing, then do the task (a)
+ Having students exchange and check the
answers one another in pairs
+ Having students listen to the tape again Teacher
can pause the recording after the important
information
+ Correcting the mistakes if necessary
+ Having students listen to the tape to correct the
false sentences
+ Having students listen to the tape without
pausing
+ Having students fill the blanks by themselves
+ Having students listen to the tape again to check
their answers
+ Having students read the complete sentences
aloud or write these sentences on the board
+ Correcting and giving the answer key:
5 All buildings in Sweden will be heated by solar energy in 2015
+ Ss prepare next lesson
+ Ss learn old lesson
Trang 17Week: 23 Date to prepare: 14/02/2011 Date to teach: 16/02/2011 Period: 44
Unit 7: SAVING ENERGY
Lesson 3: Read
I Objectives: By the end of the lesson, Ss may develop reading skill, have more knowledge of saving
energy
II Language contents
1 Vocabulary: electricity bill, energy efficiency, model, innovations, resources
2 Grammar: Suggest+ V-ing / suggest (that) S + should
III Techniques: Question & Answer, pair work, group work, game
IV Teaching aids: Lesson plan , textbook , picture, poster, tape, cassette player
PROCEDURES Teacher’s and students’ activities Contents
Warm-up (7’)
+ T check the old lesson by asking Ss to to give
some suggestions about saving energy
+ Ss go to the board and do
+ T comments and gives marks
+ Ss answer some questions:
o In your house, what uses the electricity most?
o Does your family pay much for electricity?
+ “Rub out and remember” to check words
+ Ss work in groups to guess the main idea of the
passage by skipping it
+ T calls some to give results
+ Ss answer some questions:
o Are the gas, electricity and water in
Western countries necessary?
o What about North American households?
Vocabulary
o Electricity bill (n) Hoá đơn tiền điện
o Energy efficiency (n) Hiệu quả năng lượng
o Model (n) Mẫu, kiểu
o Innovation (n) Sự đổi mới
o Resources (pln) Tài nguyên
o Appliance (n) Đồ dùng
o Effectively (adv) Một cách hiệu quả
o Conserve (v) Bảo tồn
o Category (n) loại, hạn
Trang 18While-reading (15’)
+ Ss work in groups to read the passage again and
correct the results guessed
+ T gives feedback
+ Ss work in pairs to ask and answer questions
+ T calls some to practice
+ Ss give answers
+ T gives feedback
a) Which of the following is the best summary of the passage?
3 American and European countries are interested
in saving money and natural resources
b) Ask and answer
1) Western consumers are interested in products that will not only work effectively but also save energy
2) We can use energy-saving bulbs instead of ordinary 100 watt-light bulbs to spend less
5) Students’ answers
Post-reading (9’)
+ Ss practice reading the passage
+ Call some to do
+ T corrects the pronunciation faults for students
if necessary
+ T asks Ss to summarize the main contents
Homework (1’)
+ Ss answer these questions
How many paragraphs does the text
have ?
What is the last paragraph used for ?
+ Ss learn the vocabulary
Trang 19Week: 24 Date to prepare: 20/02/2011 Date to teach: 21/02/2011 Period: 45
Unit 7: SAVING ENERGY
Lesson 4: Write
I Objectives: By the end of the lesson, Ss will be able to write a short, simple speech with clear
organization and present it in front of the whole class
II Language contents
1 Vocabulary: sum up, easy-to-understand, draft
2 Grammar: connectives
III Techniques: Question & Answer, pair work, group work, Noughts and Crosses
IV Teaching aids: Lesson plan , textbook, poster
PROCEDURES Teacher’s and students’ activities Contents
Warm-up (7’)
Noughts and crosses
+ T draw a table with 9 words in each cell
+ T divides the class into two groups
+ T asks Ss to choose a word and make a sentence
with it A right sentence with given word will get
on O or X the group with 3 O or X vertically,
horizonally or even diagonally will be the winner
+ T instructs how to make a speech
+ T clears the functions of speech parts
C Giving details in understand language
easy-to-Answers
1 B 2 C 3 A
Trang 20While-writing (15’)
Ordering
+ T asks Ss to work in pairs, put the sections in
the correct place to complete a speech
+ T calls some to deliver the speech in front of the
class
+ T comments and corrects any necessary
mistakes
+ Feedback
+ Ss choose one of topics in the book: Reducing,
reusing paper and saving energy in the kitchen and
then prepare a speech for the class
+ T asks Ss to compare the writing with a friend
+ Ss correct the writings together
Answers
3 – 2 – 1
Post-writing (9’)
+ T corrects students’ writings if necessary
+ T gives the sample writings
+ T summarize main points
+ Ss listen and remember
Reducing garbage
Good morning, ladies and gentlemen Thank you for coming here today I’m professor Hung, President of Friends of the Earth I’m going to tell you about the ways of reducing garbage
As we know that reducing garbage is necessary
We can reduce garbage by:
o Collecting plastic bags
o Not keeping solid watse with food waste Putting different kinds of waste in different places
I hope that you will be able to find the most suitable way to reduce the amount of garbage we produce
Homework (1’)
+ Ss prepare language focus
+ Ss write the rest of topics
Trang 21Week: 24 Date to prepare: 21/02/2011 Date to teach: 23/02/2011 Period: 46
Unit 7: SAVING ENERGY Lesson 5: Language focus
I Objectives: By the end of the lesson, Ss will be able to use some connectives, use some phrasal
verbs, make suggestions
II Language contents
1 Vocabulary: war invalid, chore
2 Grammar:
Connectives : and, but, because, or, so, therefore, however Phrasal verbs : turn off, turn on, look after, go on, look for
Make suggestions : suggest + V - ing
suggest + (that) S + should III Techniques: Pair work, group work,gap-fill, multiple choice
IV Teaching aids: Lesson plan , textbook, poster
PROCEDURES Teacher’s and students’ activities Contents
+ The group with the most correct answers and
shortest time is the winner
+ T instructs Ss to learn connectives
+ Ss notice and write down
Connectives
o And (và, còn): dùng để liên kết các mục cùng loại lại với nhau
I shall go and you stay here
o Or (hoặc): dùng để đưa ra một sự lựa chọn
He has to stay at home or you have to
stay at home
o But (nhưng), however (tuy nhiên): dùng để liên kết hai mệnh đề có ý nghĩa tương phản nhau Tuy nhiên chỉ khác nhau về cách dùng đấu câu
She likes fruits, but he dislikes them
Trang 22Lighting accounts for 10% to15% of the
electricity bill However, this amount can be
reduced by using energy-saving bulbs
o So (vì thế, cho nên), therefore (vì thế, cho nên): hai từ này đều dùng để diễn tả kết quả Tuy nhiên chỉ khác nhau ở cách dùng dấu câu
She got up late, so she went to school late She got up late Therefore, she went to school
late
Practice (20’) Activity 1
+ Ss work in groups to complete the sentences in
+ Ss complete the sentences Use the right tense
form of the phrasal verbs in the box and the
I suggest collecting unused clothes
I suggest organizing a show to raise money
I suggest giving lessons to poor children
Production (9’)
+ Ss make suggestions about improving English
+ Ss read the answers
I suggest (that) you should speak English in class
I suggest (that) you should buy a good dictionary
Homework (1’)
+ Ss prepare next test
+ Ss revise the main points of grammar and the
words from unit 6 to unit 7
Trang 23Week: 25 Date to prepare: 27/02/2011 Date to teach: 28/02/2011 Period: 47
FIRST 45-MINIUTE TEST Subject: English 9
I Give the correct form of the verbs in brackets (2ms)
1 According to the mother, what will happen if the environment (go) ………….on?
2 Baths use twice as much water as showers, so I suggest (take)………showers
3 I think I have lost my bag I (look) ……… for it since yesterday
4 She suggests that we should (help) ……… elderly people and war invalids with their chores
II Choose a word below and then fill in space to complete the sentences (2ms)
1 Lan is very tired …………, she has to finish her homework before she goes to bed
2 In Western countries, the ……want products that will not only work effectively, but also save money
3 If all the pollution goes on, the world will end up like a second-hand ………
4 It would be better if you use banana leaves to ……… food
III Combine the following pairs of sentences by using words in brackets (2ms)
1 We use more oil and coal The pollution will increase (if)
IV Read the passage and then answer the questions (2ms)
Water is our life source It makes up 70 percent of our bodies, and the average person actually spends 18 months of his life in bath or shower But we are only now learning how to look after water Acid rain has polluted as many as 18,000 lakes and our seas and rivers are polluted with waste products It is now very expensive to try to repair the damage which has been done However, we have some hope for future because new sources of water have been discovered People living in the Sahara Desert have found fish swimming in deep undergrowth steam Scientists also believe there is a huge lake beneath London If we have learnt anything from our mistakes, we will try to keep these new areas of water clean
Trang 24Week: 25 Date to prepare: 27/02/2011 Date to teach: 02/03/2011 Period: 48
Unit 8: CELEBRATIONS Lesson 1: Getting started & Listen and read
I Objectives: By the end of the lesson, Ss will be able to talk about celebrations in Vietnam as well as
in the world
II Language contents
1 Vocabulary: decorate, parade, freedom, slavery, Jewish, ancient
2 Grammar: The relative clause
III Techniques: Pair work, group work,gap-fill, multiple choice
IV Teaching aids: Lesson plan , textbook, poster
PROCEDURES Teacher’s and students’ activities Contents
Warm-up (5’)
+ Showing the picture of Christmas and asking:
“What celebration do you think of?”
+ Sticking the 6 pictures on the board and saying:
“Today we’ll talk about celebrations.”
+ Showing 6 word cards with the celebration
names on them, one by one, while having students
read the words
+ Having students work in groups to match the
word cards with the pictures
+ Ss give answers
+ Feedback
1 Getting started
1) Easter 2) Wedding 3) Birthday 4) Christmas 5) Mid-fall Festival 6) Lunar New Year
+ Check the words with “R.O.R”
+ T instructs the grammar
+ Asking question “ Read the text again and tell
me something you know about Tet”
+ Briefly explaining the use of relative clauses
with “ who / which”
2 Listen and read
o Jewish (n) Người do thái
o Ancient (adj) Cổ xưa
b Grammar: The relative clause
Tet is a festival which occurs in late January
Trang 25Practice (15’)
+ Ss listen to the tape and choose the celebrations
in the passage with the book closed
+ Ss present the results on the board
+ T comments
+ Feedback
+ T asks:
o What is Tet?
o What do people do at Tet?
o What food do they eat?
o In which country is Tet celebated?
+ Having Ss read the new words on the word map
& checking their meanings
+ Having some Ss read the text aloud
+ Having some Ss fill in the word map with other
celebration information they know (group work)
+ Ss read the answers
o In late January or early February
o Clean and decorate the homes
o Sticky rice cake
o Vietnam
Passover
o In late March or early April
o Celebrate freedom from slavery
o Seder
o Israel
Easter
o In late March or early April
o Crowd the streets to watch colorful parades
o Chocolate or sugar eggs
o In many countries
Production (9’)
+ Ss talk about the celebrations they like
+ T calls some to present in front of the class
+ T summarizes the main contents
+ Ss listen to remember
Homework (1’)
+ Learn all the new words by heart
+ Write 2 examples with “who, which”
+ Find some information about one or more
celebrations ( The ones who can do it will get 10
marks)
Trang 26Week: 26 Date to prepare: 01/03/2011 Date to teach: 07/03/2011 Period: 49
Unit 8: CELEBRATIONS Lesson 2: Speak & Listen
I Objectives: By the end of the lesson, Ss will be able to give compliment and respond to it
II Language contents
1 Vocabulary: nominate, charity
2 Grammar: The relative clause
III Techniques: Pair work, group work, gap-fill
IV Teaching aids: Lesson plan , textbook, poster, tape, cassette player
PROCEDURES Teacher’s and students’ activities Contents
Check-up (5’)
+ T checks up the old lesson:
o What did we learn in the last period?
o How many celebrations are there?
+ Ss answer
+ T comments and give marks
Answers
o We learned some celebrations
o There are three celebrations: Passover, Lunar New Year, Easter
Speak Pre-speaking (7’)
+ T introduces new lesson by singing a song and
asks Ss if I sing that beautifully,
+ Ss answer
+ T asks Ss:
o If yes, how do we give a compliment?
o What about responding to it if someone
gives a compliment to us?
+ Ss answer
+ Ss read the expressions
+ Ss give other examples
+ T explains some words
Compliments:
o Well done
o That’s a great / an excellent …
That’s a great picture
o Let me congratulate you on … Let me congratulate you on your wedding
Responding
o Thanks
o It’s nice of you to say so
o That’s very kind of you
+ Ss work in pairs, read the situations in the book,
then give compliment and response
+ T calls some on to do in front of the class
A: Well done B: it’s nice of you to say so
Trang 27Post-speaking (6’)
+ T gives some other situations, Ss practice
+ T gets results from students
Situations
1 Your classmate gets mark 10
2 Your classmate has an interesting novel
3 Your classmate has a new hat
Listen Lead-in (2’)
+ T sings “Happy New Year”, then asks Ss what
song it is
+ Ss answer
+ T asks:
o When do people often sing this song?
(New Year’s Eve)
o What song did they sing before having this
song?
(Auld Lang Syne)
Pre-listening (3’)
+ T explains the tasks
+ Ss listen and fill in space with missing words
Should old acquaintance be forgot,
and never brought to mind?
Should old acquaintance be forgot,
and (a) days of old lang syne?
For auld lang syne, my dear, for auld lang syne,
we'll (b) take a cup of kindness yet,
for auld lang syne
Should old acquaintance be forgot,
and never brought to (c)mind?
Should old acquaintance be forgot, and days of old lang syne?
And here’s a (d)hand my trusty friend!
And gie’s a hand o’ thine!
we’ll take a cup of (e) kindness yet,
for auld lang syne
Post-listening (3’)
+ T corrects the answer from students
+ Ss practice singing this song
Trang 28Week: 26 Date to prepare: 06/03/2011 Date to teach: 09/03/2011 Period: 50
Unit 8: CELEBRATIONS
Lesson 3: Read
I Objectives: By the end of the lesson, Ss will be able to talk about their father
II Language contents
1 Vocabulary: describe, groom, last, generous, distinguish, hug, considerate, priority
2 Grammar: The relative clause
III Techniques: Pair work, group work
IV Teaching aids: Lesson plan , textbook, poster
PROCEDURES Teacher’s and students’ activities Contents
Warm-up (7’)
+ Having ss listen to the song “Pa pa”
o How is the father in that song loved? How
a) Sending him a card
b) Giving a gift on his birthday & prepare a party
c) Giving gifts to him on every occasions
throughout the year
d) Cooking delicious meals for him
e) Being a good child & a good student
o How about other children all over the
+ Check words with “R.O.R”
+ Following are opinions, feelings & memories of
children about their fathers on Father’s Day in
Australia & the USA Let’s read & see
Vocabulary
o Describe (v) mô tả
o Groom (n) chú rể
o Last (v) kéo dài
o Distinguish (v) phân biệt
o Hug (n) cái ôm
o Considerate (adj) chu đáo
o Priority (n) sự ưu tiên
Trang 29While-reading (15’)
+ Having Ss guess the results of task 1
(True - False) + T asks Ss to read the text again and correct
answers
+ Asking Ss to compare answers in pairs
+ Having some give their answers
+ Giving correct answers
+ Ss work in pairs to ask and answer the questions
in task 2
+ Call some to do in front of the class
+ T comments and gives feedback
True or False Prediction
a) Rita sends this card to her mother
b) Jane isn’t married
c) Jane won’t always remember her wedding day d) She will always be her father’s little girl
e) Bob’s father is the worst person in the world
f) He is an inconsiderate & generous man
g) His priority distinguishes him from others
Answers
(a-F; b-F; c-F; d-T; e-F; f-F; g-F)
Answers
a) To her father b) He is possibly dead These ideas may tell about that: …how much you are missed
…now I have children, Dad
c) His sense of humor
d) A father as a teacher, a caretaker, a friend
…
Post-reading (9’)
+ Express your feelings to your best beloved
people: grandmother, grandfather, mother, father,
brother, sister,…
+ Ss work in groups
+ A student of each group will say his/her feelings
about his/her beloved in front of the class
Homework (1’)
+ Ss write the passage to express your feelings to
your best beloved person
+ Ss prepare next section